Following the publication of the report ‘Parent-Teacher Partnerships: Barriers and enablers to collaborative character education,’ the team are now developing and piloting an intervention aimed at improving communication about character between parents and teachers. The intervention, which takes the form of an interactive workshop, invites secondary school teachers and parents to discuss moral dilemmas together. Data collected from questionnaires, completed by participants in the workshops, will be used to evaluate the workshop. We are currently piloting the workshop and are looking for schools to trial it in the Autumn term. If you are interested in being involved please email Rachael Hunter or Benjamin Miller.
The Parent-Teacher Partnerships and Character Education project will examine parent-teacher partnerships in the context of character education. At the centre of this research is the idea: .
If parents/guardians and teachers forge successful partnerships on character education, it will increase the likelihood of children and young people developing positive virtues constitutive of individual and societal flourishing.
The project will build on and strengthen work the Jubilee Centre has undertaken over the last five years; extending the reach of the centre’s research into a new and increasingly important area.
The opening lines of A Framework for Character Education in Schools state that, while parents/guardians are the primary educators of their children’s character, they want all adults who have contact with their children to contribute to that education, especially their children’s teachers. Motivating this project is the idea that, instead of pursuing this work of character education in isolation from each other, character and virtue is most effectively cultivated in children and young people when parents/guardians and teachers form partnerships and collaborate together. It is widely conceived that research into how parents/guardians and teachers might best collaborate on character education is one of the biggest lacunas in the field.
The project aims to answer the following questions:
- What is the impact on the virtues of children and young people when teachers and parents/guardians work collaboratively on character education?
- What enables or prevents parents/guardians and teachers forming close partnerships on character education?
- What practical interventions enhance parent-teacher partnership on character education and increase the likelihood of children and young people developing core virtues?
A survey of parents/guardians and teachers will be conducted at an initial stage of the project. The survey will explore what the common ground exists between parents/guardians and teachers, while also examining differences in their approach to character and virtue. This will be undertaken in conjunction with review of both UK and international literature in the flied. The findings from the review and survey will, in turn, inform a practical intervention that will be produced and trialled in UK schools. It is hoped that this intervention may address some of the barriers mentioned above and enable teachers and parents/guardians to fully utilize their relationships to cultivate character and virtue among the children they care for and teach.
If you have any questions about this project, please contact Dr. Tom Harrison or Rachael Hunter.
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In relation to this project, the Jubilee Centre, along with input from parents, teachers and researchers has compiled a number of resources for parents to use in the home. The resources have been designed to help children develop reading and writing skills as well as provide parents scaffolding for discussions around virtues. These can be found here.
'Parent-Teacher Partnerships: Barriers and enablers to collaborative character education' was published on 17th December 2018. The report presents the initial findings from the first phase of this project, in which evidence was gathered through a questionnaire with 376 parents and 137 teachers. The questionnaires were designed to measure the extent to which parents and teachers had shared understandings about the importance of character and what they perceived to be the barriers and enablers to them working collaboratively on character education.